AF5
AF1
- I can begin to segment CVC
into individual sounds.
- I can use picture clues to
help me read unfamiliar
words.
- I can read some of the YR
words.
- I can begin to read for
meaning with prompting.
AF2
- I can recall some parts of
familiar texts.
- I can talk about characters
in familiar stories.
- I can tell you my favourite
part.
AF3
- I am
beginning to
ask questions
about my
book.
- I can offer
some ideas
for story
endings.
AF4
- I can sort
fiction and
non-fiction
books.
- I can hear, say and begin to
find rhyming words.
- I am beginning to notice
when phrases or words are
repeated.
AF6
- I can begin to tell you how a
story makes me feel and
whether I like it or not.
AF7
- I am beginning to predict
the outcomes for good
character and bad
characters in familiar and
traditional stories.
AF5
AF1
- I can segment and blend CVC
words.
- I can begin to get the first 2 or 3
letters of a word ready to help me
read it.
- I can read most of the YR words
and some of the Y1 words.
- I have some awareness of how full
stops are used.
- I am beginning to read for meaning.
AF2
- I can recall most parts of a
familiar text.
- I can tell you something about
characters and events using pictures
and information from text.
- I can show you my favourite part.
AF3
- I am beginning to
make reasonable
inferences at a basic
level.
- I notice things in my
book and ask
questions about them.
- I can begin to make
simple predictions.
AF4
- I am beginning to
have awareness of
some of the features
I may find in a nonfiction and fiction
book.
- I can hear, say
and find rhyming
words.
- I notice when a
writer uses
repeated text
independently.
AF6
- I can tell you
what I think about
a text and begin
to give a reason.
AF7
- I understand the
pattern of events
in familiar and
traditional stories.
AF5
AF1
- I can quickly segment and blend
CVC words and begin to stretch
CCVC words.
- I can get the first 2 or 3 letters
of a word ready to help me read it.
- I know how full stops are used
and I am beginning to understand
what ! and ? mean.
- I am reading for meaning.
- I can begin to chunk words and
use regular long vowel phonemes.
AF2
- I can recall the main parts of a
familiar text.
- I can locate pages of interest.
- I can show you a contents page
and I know what it is used for.
AF3
- I can make
reasonable inferences
at a basic level.
- I ask questions and
begin to make
comments about
illustrations,
diagrams and changes
to text.
- I can make simple
predictions.
AF4
- I can name some of
the features of a
fiction and nonfiction book.
- I can give plausible
reasons why an author
might have chosen a
particular word with
support.
AF6
- I can begin to give a
few simple comments
about my preferences
linked to my own
experiences.
AF7
- I can make
predictions based on
the pattern of events
in familiar and
traditional stories.
AF1
- I can quickly segment and blend CVC,
CCVC and CVCC words.
- I can chunk words and use regular long
vowel phonemes.
- I can use one other decoding strategy.
- I can read all of the Y1 and some of
the Y2 words.
- I am aware of how . ! ? and , are used
and I am beginning to use expression.
- I am reading for meaning and
beginning to self correct.
AF2
- I can begin to recall the main points
of any text.
- I can talk about my book and make
comments.
- I can begin to locate information
about characters.
- I can begin to use a contents page to
find information.
AF5
AF3
- I am beginning
to make plausible
inferences.
- I make
comments about
illustrations,
diagrams and
changes to the
text with
support.
AF4
- I am beginning
to be aware of
how fiction and
non-fiction texts
are organised and
use this in reading
simple texts.
- I can begin to identify
some familiar patterns of
language.
- I can give plausible reasons
why an author might have
chosen a particular word
independently.
AF6
- I am beginning to
understand why a text has
been written.
- I can tell you what I like
and dislike about the text.
AF7
- I am beginning to
recognise that texts are set
in different times and
places.
AF1
- I can use segmenting and
blending effectively and
independently, identifying a range
of long vowel sounds.
- I can use more than one other
decoding strategy.
- I can read all of the Y1 and most
of the Y2 words.
- I take account of . ? , … “”
- I can read with some fluency and
expression.
- I can self correct independently.
AF2
- I can recall some specific
information about texts including
main events, characters and main
points.
- I know where to locate specific
information in my book.
- I can begin to locate information
to support my comments.
AF5
AF3
- I can make plausible
inferences and I am
beginning to be able to show
you which part of the text
makes me think this.
- I make comments about
illustrations, diagrams and
changes to the text with
increasing accuracy.
AF4
- I can comment on how
fiction and non-fiction texts
are organised and
sequenced.
- I have some awareness of
the types of punctuation I
might see in a book.
- I can show you where
writers have used effective
words.
- I notice familiar patterns
of language.
AF6
- I understand the purpose
of the text at a basic level.
- I am beginning to show
awareness of writers’
viewpoints.
- I can tell you my likes and
dislikes about the text and
begin to give reasons.
AF7
- I can identify the setting
and period in which the book
is set.
AF1
- I can use a range of strategies
including segmenting, blending,
missing the word out, context,
hiding words and chunking to read
unfamiliar words.
- I can read all of the KS1 words.
- I read with fluency and
expression and take account of
punctuation.
AF2
- I can recall specific information
about the text and begin to tell
you about the main points.
- I know where to find
information in a fiction and nonfiction book.
- I can locate some information to
support my comments.
AF5
AF3
- I can make
plausible inferences
about information
and events and use
the text to support
these.
- I can make
comments based on
textual and pictorial
clues independently.
AF4
- I am beginning to
understand why
some features of
organisation are
used.
- I can show you where
writers have used
effective words and when
prompted I can begin to
tell you why they have
chosen these words.
AF6
- I can comment on
writers’ purposes and
viewpoints at a basic level.
- I can give simple
statements about likes
and dislikes of texts and
give some valid reasons.
AF7
- I am becoming aware
when a book is set in a
different culture.
AF1
- I can use a range of
strategies to decode
unfamiliar words mostly
effectively.
- I can read with an
expressive reading voice,
taking into account
punctuation and begin to use
character voices.
- I can read with fluency and
understanding.
AF2
- I can recall most of the
main points from fiction and
non-fiction texts, though
there may be some
inaccuracy.
- I can locate information
that helps to support my
comments and begin to quote
from the text.
AF5
AF3
- I can make plausible
inferences about information
and events and use the text
to support these.
- My comments show that I
understand the text at a
literal level.
AF4
- I am aware of how fiction
and non-fiction texts are
organised and sequenced and
I am beginning to understand
why certain features are
used.
- I have an awareness of the
types of punctuation I will
find in fiction and non-fiction
texts and why these may be
used.
- I am beginning to notice
language features and use
technical terms like adjective to
comment on writers’ use of
language.
AF6
- I can comment on writers’
purposes at a basic level.
- I can give a personal response
to the books, characters and
themes, but have little
awareness of how the writer
intends the reader to feel.
AF7
- I can begin to see similarities
in the books written by the same
author.
- I can begin to make comments
on the social, historical and
cultural settings in the book.
AF5
AF1
- I can use a range of
strategies to decode
unfamiliar words effectively.
- I can read with an
expressive reading voice,
taking into account a wide
range of punctuation.
- I can use appropriate
character voices.
- I am beginning to read ahead
to cool for clues to determine
meaning.
AF2
- I can recall most of the main
points from more complex
texts.
AF3
- I can make inferences
and begin to find a single
point of reference.
- My comments show that
I understand the meaning
of the text and am
beginning to infer word
meaning.
AF4
- I can name some
organizational features of
texts and comment on
why these are used,
including punctuation.
- I notice and
comment on writers’
use of language
independently.
AF6
- I can identify the
main purpose of the
text.
AF7
- I am beginning to
make connections
between texts about
the same characters
and those with
similar plots,
settings and themes.
AF5
AF1
- I can apply a wide
range of decoding
strategies to read
different texts fluently
and accurately.
- I can read ahead to
look for clues to
determine meaning.
- I am beginning to show
an awareness of the
listener through the use
of pauses, emphasis and
pace to entertain and
maintain interest.
AF2
- I can recall all of the
main points of the text
accurately.
AF3
- I can make
inferences based on a
single point of
reference to the text.
- My comments show
that I understand the
meaning of the text
and am becoming
proficient at inferring
word meaning.
AF4
- I can name a wide
range of
organizational
features and explain
why these are used.
- I am frequently commenting on
writers’ use of language using
technical terms independently.
- My comments may be brief but
show I have a basic understanding
of reasons for language choice.
AF6
- I am becoming aware that the
writer has a point of view.
AF7
- I can independently make
comments about connections
between texts based on plot,
characters, themes and authors.
- I can make simple comments
about what a text reveals about
social, cultural and historical
backgrounds.
AF5
AF1
- I can read a wide range of
texts fluently and accurately.
- I show an awareness of the
listener through the use of
pauses, emphasis and pace to
entertain and maintain
interest.
- I understand how the
meaning of a sentence is
shaped by punctuation, word
order, connectives and
openers.
AF2
- I can recall the main points
of a text and begin to decipher
which are the most relevant
points.
- I can locate specific
information and refer to it in
order to support my comments.
- I can locate quotes to justify
my answers.
AF3
- I can make
inferences based
on a single point of
reference and
begin to locate
other points within
the text which
support my
comments.
AF4
- I am beginning to
understand why a
text has been
organised in a
certain way.
- I can name a wide
range of
organisational
features and explain
why these are used.
- I can identify the features of writers’ use of
language and I am beginning to comment on
their effect on the reader.
- I can show you words which I think are
effective and begin to tell you why.
- I am beginning to comment on examples of
how authors express different mods, feelings
and attitudes.
AF6
- I can identify the main purpose of the text.
- My comments show that have a basic
awareness of writers’ viewpoints.
- I can begin to tell you how the text makes me
feel about the characters, themes and issues.
AF7
- I can identify and comment on features that
are common to different texts of versions of
the same text.
- I am beginning to understand how the
meaning and effect of a text can be dependent
on the readers or writers context.
AF5
AF1
- I can read a wide
range of texts fluently
and accurately.
- I show an awareness
of the listener through
the use of pauses,
emphasis and pace to
entertain and maintain
interest.
- I understand how the
meaning of a sentence is
shaped by punctuation,
word order, connectives
and openers.
AF2
- I can quickly locate
specific information and
refer to it in order to
support my comments.
- I can locate quotes to
justify my answers.
AF3
- I can make inferences
which are often correct
based on evidence from
different parts of the text
but cannot always root
these securely in the text.
AF4
- I can comment on the
structural choices made by
the author. I understand
why they have made these
choices and can begin to
offer alternative
organizational devices.
- I understand why a
fictional text has been
sequenced in a certain way.
- I understand how
paragraphs are used and
linked in texts.
- I can show you words which I think are
effective and begin to tell you why and I can
begin to offer alternative word choices
which would have a similar effect.
- I can identify and comment on expressive,
figurative and descriptive language to create
an effect.
- I can identify and describe a writer’s style.
AF6
- I can identify the main purpose of the
text.
- I am beginning to understand the overall
effect on the reader.
AF7
- I can identify and comment on features
that are common to different texts of
versions of the same text.
- I am beginning to understand how the
meaning and effect of a text can be
dependent on the readers or writers context.
AF5
AF1
- I can read a wide range of
texts fluently and accurately.
- I show an awareness of the
listener through the use of
pauses, emphasis and pace to
entertain and maintain
interest.
- I understand how the
meaning of a sentence is
shaped by punctuation, word
order, connectives and
openers.
AF2
- I can recall the main points
of a text and begin to
decipher which are the most
relevant points with increasing
accuracy and speed.
- I can locate relevant quotes
to justify my answers and I
am beginning to be selective in
the quotations I choose.
AF3
- I can make inferences
which are often correct
based on evidence from
different parts of the
text with increasing
accuracy.
AF4
- I can comment on the
structural choices made by
the author. I understand
why they have made these
choices and can begin to
offer alternative
organizational devices.
- I understand why a
fictional text has been
sequenced in a certain way.
- I understand how
paragraphs are used and
linked in texts.
- I can identify a range of features of
writers’ use of language and comment on
their effect on the reader.
- I am becoming proficient at identifying
words which have been chosen for a
particular effect.
- I can identify and describe a writer’s
style and give examples from texts.
AF6
- I can make comments which show I have
some awareness of writers’ viewpoints.
- I can comment on the overall effect of
the text on the reader.
AF7
- I can identify and comment on features
that are common to different texts of
versions of the same text.
- I am beginning to understand how the
meaning and effect of a text can be
dependent on the readers or writers
context.
AF5
AF1
- When reading aloud I
can use the text as a
script, manipulating roles
and language to engage
the listener.
AF2
- I can begin to identify
the most relevant points
using information from all
sections of the text.
- I can begin to locate
information from more
than one source/section
of a text to support my
comments.
- I can select appropriate
quotations from a section
of text which justify my
comments.
AF3
- I am beginning to
develop my explanations
of inferred meaning
based on evidence from
different points in the
text.
AF4
- My comments show that
I have good
understanding of the
reasons why writers have
structures and organised
texts in a certain way.
- I can begin to explain
the effect the writers’
choices have on the
reader.
- I can begin to analyse how the author
has chosen a range of language features
to convey different messages, moods,
feelings and attitudes.
AF6
- I am beginning to give a summary of
the text in which I can identify its
main purpose.
- I can identify the writer’s viewpoint
with some explanations.
AF7
- I can comment on text conventions
and identify similarities and
differences between texts or versions
of the same text.
- I can give some explanation of how
the context in which the text was
written contributes to its meaning.
AF1
- When reading
aloud I can use
the text as a
script,
manipulating
roles and
language to
engage the
listener.
AF2
- I can locate
information
from more than
one
source/section
of a text to
give persuasive
answer to
questions.
AF5
AF3
- I can begin to make
conclusions about
characters based on
their speech and
actions.
AF4
- I can explain the
effect writers’
choices have on the
reader with
confidence.
- I am beginning to
evaluate the
effectiveness of
devices used for
structure and
organisation.
- I can analyse how the author has chosen a range
of language features to convey different messages,
moods, feelings and attitudes.
- I am beginning to identify unusual language and
tell you why it has been used.
- I can compare and contrast the style of individual
writers providing a few examples.
AF6
- I can declare and justify personal preferences
for writers and types of text.
AF7
- I can comment on text conventions and identify
similarities and differences between texts or
versions of the same text.
- I can give some explanation of how the context in
which the text was written contributes to its
meaning.
AF5
AF1
- When reading aloud
I can use the text as
a script, manipulating
roles and language to
engage the listener.
AF2
- I can identify the
most relevant points
using information
from all sections of
the text.
- I can begin to
summarise information
from different
sources.
- I can quickly locate
the relevant sections
from different texts,
that will support a
specific comment.
AF3
- I can give a developed
explanation of inferred
meaning based on a
range of textual
evidence.
- I can make
conclusions about
characters based on
their speech and
actions.
AF4
- I can discuss and
evaluate how the
structural and
organisational choices
support writers’ themes
and purposes and can
support this with
references to the text.
- I can analyse various features of writers’ use of
language with some explanation.
- I can identify unusual language and tell you why
it has been used.
- I can compare and contrast styles of writers
providing evidence and explanation.
AF6
- I can give a concise summary of the text’s
purpose.
- Authors’ viewpoints are clearly identified with
explanations.
- I have an awareness of the effect of the text
on the reader and can give explanations beyond
personal preference.
AF7
- I can comment on text conventions and identify
similarities and differences between texts or
versions of the same text.
- I can give some explanation of how the context
in which the text was written contributes to its
meaning.